DESIGN PATTERNS FOR IMPROVING ACCESSIBILITY FOR TEST TAKERS WITH DISABILITIES

Eric G. Hansen · Robert J. Mislevy

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Digital Accessibility for Disabilities Disability Education and Employment Educational Technology and Assessment

Abstract

ABSTRACT There is a great need to help test designers determine how to make tests that are accessible to individuals with disabilities. This report takes design patterns, which were developed at SRI for assessment design, and uses them to clarify issues related to accessibility features for individuals with disabilities—such as low‐vision and blindness—taking a test of reading. Design patterns appear useful in clarifying how variable features of a test design need to be matched to disability‐related characteristics of test takers in order to ensure accessibility. Giving consideration to accessibility issues during the development and use of design patterns may help improve the validity and fairness of tests, as well as their accessibility for individuals with disabilities.

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1955Construct validity in psychological tests.1904"General Intelligence," Objectively Determined and Measured 2017Standards for Educational and Psychological Testing.1951Educational Measurement.1994The Interplay of Evidence and Consequences in the Validation of Performance Assessments 1992An argument-based approach to validity.2003Focus Article: On the Structure of Educational Assessments 2022Argument-Based Approach to Validity

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2010Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities—A Foundation for Research

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